Al Mahara: Jurnal Pendidikan Bahasa Arab
Al-Mah?ra: Jurnal Pendidikan Bahasa Arab (p-ISSN: 2477-5827; e-ISSN: 2477-5835) adalah jurnal ilmiah berkala yang diterbitkan oleh Jurusan Pendidikan Bahasa Arab Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Sunan Kalijaga Yogyakarta, diterbitkan dua kali setahun pada bulan Juni dan Desember. Al-Mah?ra memiliki visi menjadi jurnal internasional yang terindeks scopus dengan artikel yang berbahasa Arab. Jurnal ini memfokuskan cakupannya pada isu-isu pembelajaran bahasa Arab di Sekolah, Madrasah dan/atau Pesantren di Asia Tenggara.
Articles
249 Documents
<![CDATA[Analisis Metode Pembelajaran Ilmu Nahwu Pada Majelis Taklim al-Amanah Kebon Jeruk Jakarta Barat ]]>
<![CDATA[Fajar Syarif]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 3 No 1 (2017) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2017.031-03
<![CDATA[This article will discuss the learning method of Nahwu at Majelis Taklim al Amanah. It shows a method that is applied by KH. Muhammad Zein in Nahwu learning by combining some methods in Nahwu learning. Poligamy that is applied by KH. Muhammad Zein can help students to get the language skill. The writer has chosen this object research at Majelis Taklim al Amanah due to it uses Nahwu as a prime lesson and obligatory material for students, so the Nahwu position is so important and it is intensively learned. For the sources of this research are from collaboration of library research and field research. It uses etnografy method (descriptive qualitative research) which focuses on Nahwu learning process at the Majlis Taklim. Learning with the poligamy system is a role model of learning for other educational institutions, so the learning purpose of Nahwu can be reached.]]>
<![CDATA[طريقة المباشرة في تدريس اللغة العربية في معهد دار السلام كونتور ]]>
<![CDATA[Muhammad Fathan Aziz]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 3 No 1 (2017) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2017.031-01
<![CDATA[Arabic Language is a tool to understand the Qur'an and Hadith. This is one of the reasons that pushes Muslims to learn Arabic. Many Islamic schools are paying attention to the teaching of the Arabic language which starts from elementary school to university level. Pondok Modern Darussalam Gontor is one of the educational institutions in Indonesia that pays attention to the teaching of Arabic, therefore Gontor is known as the oldest educational institution in teaching the Arabic language since it was established in 1926. As it says in the name, Pondok Modern Darussalam Gontor is a modern Islamic educational institution, because in terms of Arabic teaching, they have been using direct method. Direct method is a method that corresponds to the nature of the language, i.e. listening to and then speaking in the language. This method relies on the student development with many exercises in listening, simulation, and communication so as to pronounce in Arabic automatically. This method shows its success in teaching Arabic in Pondok Modern Darussalam Gontor. Therefore the author wants to discuss these questions; 1) What is meant by direct method? 2) What is the effect of the direct method in Arabic teaching? 3) How is the application of direct method in teaching Arabic in Pondok Modern Darussalam Gontor?]]>
<![CDATA[استخدام المفردات العربية المقترضة في اللغة الإندونيسية ]]>
<![CDATA[Yufi Mohammad Nasrullah]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 3 No 1 (2017) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2017.031-04
<![CDATA[This research is aiming at analyzing the use of Arabic loan words in Indonesian language and conducting contrastive analysis between the two languages for the purpose of making teaching materials. To this end, the researcher used descriptive, analytic, and survey-based method. In so doing, the researcher identifies, classifies, and describes all that related to Arabic loan words in Indonesian language. The researcher then analyzes them in terms of phonetic, morphology, and semantic. Likewise, the researcher uses contrastive method to analyze the differences between Arabic and Indonesian language in all linguistic levels and to predict difficulties that Indonesian students might face in learning Arabic. This research concludes that Arabic loan words in Indonesian language make learning Arabic easier for Indonesian students. Accordingly, Arabic loan words should be considered in devising Arabic learning materials. It also discovers that the best method to make Arabic learning materials for Indonesian students should be based on scientific processes, that is by devising Arabic teaching materials which is purposely designed for non-Arabic speakers. Similarly, the contrastive method also ends up in conclusion that the employment of Arabic loan words makes Arabic learning processes easier. This research recommends the use of Arabic loan words available in Indonesian language when designing learning materials. By doing so, students can easily make linguistic associations and finally understand learning subjects with easy.]]>
<![CDATA[Penggunaan Metode Ganjaran Dalam Meningkatkan Motovasi Belajar Bahasa Arab Siswa di MAS Bahrul Hikmah Konawe Utara Sultra ]]>
<![CDATA[Yusnindar Abd Gani]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 3 No 1 (2017) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2017.031-05
<![CDATA[This study aims to describe descriptively about the use of learning methods in improving the motivation to learn Arabic students at Mas Bahrul Hikmah Konawe Utara Sultra to find out what methods are applied during the learning process at Mas Bahrul Hikmah Konawe Utara and to find out how students learn motivation of Mas Bahrul Wisdom of North Konawe. The method used in this study is a descriptive qualitative method to provide an explanation of the use of learning methods in improving the motivation to learn Arabic students at Mas Bahrul Hikmah Konawe Utara Sultra. Data obtained through interviews with research informants related to the achievement of research objectives. Subjects in this study were teachers and students at Mas Bahrul Hikmah Konawe Utara Sultra. The results of the study can be concluded: 1) The method applied when learning Arabic in Mas Bahrul Hikmah is, the method of conversation or muhadatsah, the method of reading is qira'ah (muthala'ah), grammatical or qowa'id (al-kitabah) and listening method (al-istima'i) this method is commonly used when imla learning process, besides using a special method of learning Arabic also uses common methods, such as lecture method, discussion method, group work method, question-answer method and method assignment. There is also the addition of a new method, namely, the reward method. The reward method applied is the method of giving punishment and the method of giving gifts. 2) The use of reward methods in Mas Bahrul Hikmah is very effective in addition to growing students 'motivation in learning as well as helping students obtain high test scores, because after the use of reward methods the students' test scores increase a lot.]]>
<![CDATA[TINJAUAN FILSAFAT KESEMESTAAN BAHASA TERHADAP ANALISIS KONTRASTIF DAN PENERAPANNYA DALAM PEMBELAJARAN BAHASA ARAB ]]>
<![CDATA[Enjang Burhanudin Yusuf]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 2 No 1 (2016) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2016.021-02
<![CDATA[Every language has its own structure and feature. Structure has language patterns that form their own feature and uniqueness. Language universality theory sees that all languages in this world have their own uniqueness as well as similar feature or characteristic for all languages. The different and similar character is studied by contrastive analysis so that students’ language mistakes can be predicted. In turn, the mistakes that caused by mother tongue usage influence can be fixed. The analysis result is used to accomplished students language skill. Furthermore, the aim is to help students to realize language mistakes so that students can master their learned language in shorter time. The contrastive analysis focuses on surface language such as phonology, morphology, and syntax because language is easily compared in this area. By mastering this knowledge, teacher will hold learning that emphasizes on differences between those two languages rather than the similarities.]]>
<![CDATA[PROBLEMATIKA PEMBELAJARAN BAHASA ARAB KURIKULUM 2013 ]]>
<![CDATA[Fatih Rizqi Wibowo]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 2 No 1 (2016) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2016.021-03
<![CDATA[This research is aimed to describe how arabic learning by using 2013 curriculum took place, what that causes the problem, and effort performes by teacher in MAN 2 Wates. This research becomes a measuring rod in developing 2013 curriculum -especially in arabic subject- and in increasing the success of arabic learning process.]]>
<![CDATA[تنفيذ الإعراب و البناء في تعليم علم النحو عند الدكتور إبراهيم مصطفى ]]>
<![CDATA[Khoirul Anwar]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 2 No 1 (2016) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2016.021-04
<![CDATA[The grammarians say in the definition of grammar is a science known by the conditions of late speech and construction. In spite of this phrase, they limited the study of grammar to the last letter of the word and singled out the expression and construction. Then they do not mean much building and do not prolong the search in its provisions, but they make it important to explain the causes and causes. It is possible that this periodical offers new suggestions for knowledge of the materials of expression and construction in the teaching of grammar and the knowledge of the renewal of the grammar of Dr. Ibrahim Mustafa. The result is that Ibrahim Mustapha wants to teach grammar not for knowledge of changing the movements of the late words only, but because the students know the meanings of the words in the sentence by the knowledge of their last movements, so he shortens the doors of many grammar to three large sections, The addition and the opening is not a sign of expression and is not much discussed in construction because it is clear and does not change in different situations such as expression.]]>
<![CDATA[IMPLEMENTASI PENDEKATAN SAINTIFIK DALAM PEMBELAJARAN BAHASA ARAB ]]>
<![CDATA[Binti Khoirun nisak]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 2 No 1 (2016) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2016.021-05
<![CDATA[The government has set 2013 curriculum as learning curriculum to replace previous curriculum in order to improve education in Indonesia. This article is aimed to increase education quality in Arabic learning and to create qualified education in very aspect. This research shows that: 1) the implementation of scientific approach in Arabic learning in MAN Lab UIN Yogyakarta has run well based on the steps of scientific approach i.e. observing, questioning, gathering information or experiment, associating, and communicating. 2) the advantages of implementation of the scientific approach in Arabic learning are: learning activity can be implemented smoothly, the use of various learning media and adequate learning sources help student to learn actively. While the disadvantage of implementation is when this approach is implemented in a class that consists of students from various background inputs especially from SMP (Junior High School) students in which they do not have Arabic basis. So that if the learning centered on students, it can not be run well and the input result will be different.]]>
<![CDATA[ANALISIS MATERI PEMBELAJARAN BAHASA ARAB PADA BUKU AL-LUGHAH AL-‘ARABIYAH AL-MU’ÂSHIRAH DENGAN PENDEKATAN ASAS PENGEMBANGAN MATERI ]]>
<![CDATA[Muhammad Ediyani]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 2 No 1 (2016) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2016.021-06
<![CDATA[This research is aimed to analyze the learning material on the book entitled al-Lughah al-‘Arabiyah al-Mu’ashirah written by Eckehard Schulz through principles of material development approach. And to reveal the advantages and disadvantages from material design. This research is library research by which a book entitled al-Lughah al-‘Arabiyah al-Mu’ashirah as research object. The research is conducted using observation method to the book both primary and secondary. The researcher uses content analysis in analyzing data. The result of this research shows that this book is already feasible and appropriate to be used as Arabic subject learning material for non-Arabic speakers. The advantages of the book entitled al-Lughah al-‘Arabiyah al-Mu’ashirah are that this book makes students able to master the language skills, language elements, and able to comprehend Arabic characteristics, and another theoretical aspect. While the disadvantage of this book is there is no interesting picture (visualization) that can rise special motivation in learning this book.]]>
<![CDATA[EKSPERIMENTASI PEMBELAJARAN BAHASA ARAB BERBASIS SCRABBLE ]]>
<![CDATA[Istiqomah Istiqomah]]>
<![CDATA[ al Mahāra: Jurnal Pendidikan Bahasa Arab Vol 2 No 1 (2016) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Bahasa Arab UIN Sunan Kalijaga ]]>
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DOI: 10.14421/almahara.2016.021-07
<![CDATA[This Scrabble-based Arabic learning model basically is an attempt held by teacher in order that student can develop vocabulary, and having competence in active learning i.e. to learn to express himself both as individual or group. According to writer’s observation on Arabic learning in schools including MI Sultan Agung, the learning doesn’t make student as active learner yet. Furthermore, the teacher considers student as an object in teaching and learning process. It is expected from this Scrabble-based Arabic learning model that student can develop vocabulary competence more actively so that they can master Arabic both in spoken and written, and it also can be useful for his/her life in future.]]>
